As decades pass, new rounds of educational discussion surrounding teacher pay emerge calling for alternative compensation based on performance indicators. While much of the research on this latest iteration of performance pay, inspired by the presidential initiatives "No Child Left Behind" and "Race to the Top," focuses on teacher attitudes and public perceptions, structures and types of compensation systems, and actual impacts on student achievement, little research explores the inner functioning of how performance pay systems operate. Specifically what is needed is an analysis of how power is defined and woven into the conversation around performance pay. Using qualitative research techniques, this research study presents a discourse analysis of the Minnesota Alternative Teacher Performance Pay System, examining how the techniques of power described by French philosopher, Michel Foucault, are structured to enhance the overall power networks within school districts and maximize the efficiencies of a system in achieving its goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]